Presentation on theme: "Vocational Preparation"— Presentation transcript:
1 Vocational Preparation Overview of the Jobsearch and work experience modules
2 AimsTo enable students to identify and practise various jobsearch skills.To give students an overview of work related pay and conditionsTo inform students of different types of employment available including self-employment
3 Units Unit 1: Sourcing Information Unit 2: Investigation of a sample of jobsUnit 3: Jobsearch practiceUnit 4: Interview skillsUnit 5: Pay and conditionsUnit 6: Self-employment
4 Types of activities in this module SOME QUESTIONS TO ASK ABOUT JOB ADVERTISEMENTS:Is there an age requirement for this job?What qualifications / training is required?What skills are needed?What experience is required? Is useful? What type of personality would you need to do that job? Do you know EXACTLY what sort of work you will be applying for? What other information is given? What can this tell you about the job or theworkplace? How do you go about applying for each job? Which advertisement appeals to you most? Why does it? Why don't the others? Would you apply for any of these jobs? Why? Why not?Types of activities in this moduleA lot of work on job advertisements. Where can you find out about vacancies? Terminology used in advertisements.Visit to a local FÁS office or visit from a FÁS representative. How can FÁS help in the jobsearch process. Students would prepare a questionnaire.The advantages and disadvantages of different jobsStudents would explore their own skills and qualities using simple questionnaires
5 ActivitiesStudents would build an understanding of the different characteristics, skills and qualifications needed for different jobs of interest to them.Students explore the possible effects of working in an unsatisfying job by carrying out an interview e.g. a member of their familySelection processes used by employers e.g. brainstorm theseLetters of application, CV, application forms….lots of practice
6 Activities Mock interviews. How can this be arranged? Some information on unemployment and benefits.Employment regulations e.g. minimum ageAwareness of deductions from salaries (maths applications) business textbooksSelf-employment: What skills and qualities are needed (brainstorm). Arrange a visitor to classroomInvestigate agencies who assist business start-ups.
8 Key Assignments1.I prepared a display (e.g. poster/collage etc) as part of a group which showed our individual skills and how these related to particular job vacancies2.I prepared a personal jobsearch folder that included items such as my CV, Letters to and from potential employers, photographs, job advertisements
9 Key Assignments3. I participated in a mock interview and reported on my performance4. I reported on an interview with either a self-employed person or a person who had experience of being in a job that he or she was dissatisfied with
10 WORK EXPERIENCE“Work experience is used to describe schemes in which only part of the full ‘experience’ of work is available. It is applied to schemes in which people experience work tasks in work environments but without taking on the full identity of a worker.The key distinction is that the role of students on a work experience scheme is not that of employee but of learner” – Watts.“The quality of student learning from work experience is in direct proportion to the quality of preparation and debriefing”. Watts.
11 PARTNERSHIP IN A WORK EXPERIENCE PROGRAMME TeacherSchoolStudentEmployerParent
12 Key Features of a Successful Work Experience Programme Articulate the PURPOSE of work experience.INTEGRATE Work Experience into a whole school plan.Clearly ALLOCATE RESPONSIBILITY for organising work experience to an individual member(s) of staff.Ensure that staff, students, parents and employers are accurately INFORMED about work experience.Keep DOCUMENTATION for work experience clear, coherent and consistent.
13 Key Features of a Successful Work Experience Programme (Cont) PREPARE students prior to placement.Effectively MONITOR students when they are on work placement.DE-BRIEF students after the placement.ASSESSMENT of the work experience should involve students, employers and teachers.Build EVALUATION into the work experience programme.
14 TEACHING STRATEGIES Phase I – Preparation Teaching and learning activities prior to students’ allocation of workplaces. Aim to prepare all students in general way for the experience.Phase II – BriefingOccurs after allocation of workplaces.Focuses on operational issues.Phase III – The PlacementWhen students are on employer’s premises.Teachers may endeavour to guide student learning in the workplace (structured tasks, workbooks, diaries, visits etc.)
15 TEACHING STRATEGIES (Cont) Phase IV – DebriefingOccurs immediately afterwards.Reflection and analysis of learning.Phase V – Follow UpSubsequent learning experiences which draw upon and/or extend learning from work experience.
16 Timing of Work Experience Planning work experience over 2 years2. Coordination of Leaving Certificate Applied work experience and other work experience within the schoolWork experience in local schools4. Time set aside for briefing and debriefing
17 Integration of Work Experience in Leaving Certificate Applied List of students and their respective placements to management and teaching teamGeneral information on type of business/job (where applicable)Identification and negotiating of particular tasks to be carried out in the workplaceNegotiating of skills to be developedIdentification of applications of specific courses in real workplace settingVisits to workplaces by individual teachersUsing students as resource people
18 Involvement of Parents Understand purpose and relevance of work experienceUnderstand what work experience means:Non-paymentWorking outside schoolWorking hoursAttendance, punctuality, dress requirementsIn-built costs – travel, lunch etc.Health and safety aspectsNo direct supervision by the school while students are on employers’ premises
19 Involvement of Parents (Cont) Insurance arrangements (Personal & school)Parental consentAgreed procedures where problems ariseContact telephone numbersListening to young people and their insights and observations while they are on work experienceParental evaluation of work experience
20 Student ExpectationsOpportunity to experience work in a real workplace outside schoolInteresting and varied activitiesPossibility of making contacts for part-time work or future careerPossibility of being “paid”Serves purpose in deciding on an appropriate career choiceDevelopment of specific skills
21 Students Finding their own Work Experience RequirementsLetter of introduction from schoolDefinition of purpose and duration of placementDetails on insurancePreparation for asking (role play the situation)Follow up by school prior to placementName of contact person in schoolPre-placement visit by schoolPlacement with relatives?
22 WORK EXPERIENCE IN LEAVING CERTIFICATE APPLIED Central to the whole programmeKey underlying principle preparation of young people for adult and working lifeVocational Preparation accounts for a large percentage of LCA curriculumPossibility of doing four modules of work experienceInvolves a range of learning experiences related to world of work and specific careers
23 Progression from one work experience to the next Integration of learning from work experience across other courses and as a resource to other coursesProgression from one work experience to the nextNegotiation of specific on-the-job tasks with the employerRelevance of school programme to real life experiencePart of overall assessment8 credits available for 4 modulesPossibilities of using work experience for student taskPart of Final Examinations in English and Communication both written and oral
24 Work Experience 1 Pre-Placement Planning Unit Experience of workSelf assessmentGoals for this placementPersonal Qualities to be displayedEmployers’ ReportDifficult SituationsBasic Skills requiredDetails of Placement (hours, dress code etc.)Information Gathering requiredHopes/Fears/Expectations
25 Placement Unit Service/Product No. of employees, sections/departments & various jobs hereWorking hours/shiftsAttendance/time-keeping monitoring systemTools/Equipment/Materials usedTasks givenIdentify qualifications, training, skills etc. for one jobHealth & SafetyWorkplace facilitiesJob opportunities & selection procedures hereDaily reflection
26 Operational Unit/Employer’s Report Attendance/TimetablingDressFollowing InstructionsLearning new skillsCompleting tasksInitiativeAdaptability/Attitude to jobCommunicationHealth & Safety ObservanceSuitability
27 Review of Experience Learning on working life Skills/Qualities developedOwn performanceReality v ExpectationsSharing experiencesRe-evaluation of vocational interests and career plansSkills/Qualities to be developedCompletion of assignmentsThank you letter/card
28 Key Assignments Work Experience 1 I listed what I personally wanted to learn from my work experience placement. I made specific arrangements for my first day on work experience. I completed a report on my work placement and recorded my reflections on a daily basis. As part of a group I explained what I learned from my work placement and I developed ideas and strategies for future placements.
29 Leaving Certificate Applied Reflective Journal Before Work Experience placementMyself and this Work Experience placementDuring Work Experience placementAfter Work Experience placementEmployer’s reportAdvice for other studentsWas Work Experience placement what I expected?Looking to the futureInsertsMonitoring Record of Work ExperienceEmployer’s Record of Attendance and Evaluation
30 WORK EXPERIENCE 2, 3, 4 UNIT 1 - PRE-PLACEMENT Previous experience of work.Current personal, social and vocational skills.Collage of experience.Skills/qualities to offer.Target for next placement.C.V./InterviewFinding and making arrangements for placement.Goals and action plan for this placement.Practise job skills.Details of placement.Reflection prior to placement (expectations, hopes, anxieties)Employer's expectationsImplications of placement regarding information to be gathered.
31 UNIT 2 - PLACEMENT UNIT Service Company information Organisational chartWorking arrangements availableWorking hoursMarketingInvestigation of one specific jobHealth and safetyRights and responsibilities of workersPractise and apply skillsApplication of school learning.Interview workerJob opportunities and selection proceduresCareer plan for LCA graduateReflection diary
32 UNIT 3 - OPERATIONAL UNIT Employer's Report Attendance and punctuality.Appropriate dress.Following instructions.Completion of tasks.Competence in relation to tasks.Responsibility.Dealing with criticism.Interest.Adapting to workplace.Communication.Observance of health and safety.
33 UNIT 4 - REVIEW OF EXPERIENCE What learned.Skills/qualities now.New knowledge, understanding.Compare and contrast with previous placement.Learning about working life.Evaluate performance.Sharing experience.Unexpected outcomes.Current career plans.Future skill development.Employer's expectations.Completion of relevant assignments.
34 Key Assignments Work Experience 2, 3, 4 I reviewed my previous experiences of work and prepared an action plan identifying the personal, social and vocational skills and knowledge I want to develop through this specific work placement. I completed a report on this particular work placement. In this report I included new knowledge and understanding gained. I also recorded, on a daily basis, reflections of my experiences while on work placement I discussed my workplace performance with my teacher and prepared a personal career path chart. As part of a group I prepared a visual presentation of what I have learned about the world of work.
35 Out-of-SchoolBUILDING YOUR TALENT BANKLocal Business/Organisation DirectoryYellow PagesDirectory of ServicesCitizens’ Information ServiceWhole School StaffFriends, neighbours, relations etc.N.B. Start small and build your talent bankEvaluateShow recognition for contribution
36 LINKS WITH THE COMMUNITY List of agencies in the local community.Names, phone numbers, contact details.Hours of operation.Possibility of visitors to school.Out-of-school visit by students.
37 PURPOSE OF LINKExtent of involvementActivities involvedAmount of information requiredHow contact will be madeTiming/DurationSpecific ArrangementsFollow up